Affiliations: Department of Elementary and Special Education, Georgia Southern University, Savannah, GA, USA
Correspondence:
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Address for correspondence: Cynthia C. Massey, Department of Elementary and Special Education, Georgia Southern University, PO Box 4134, Savannah, GA 31419, USA. E-mail: [email protected].
Abstract: BACKGROUND:Vocational training centers improve outcomes for people with intellectual and developmental disabilities (IDD), but employment rates remain low. Additionally, vocational direct support professionals (DSPs) often lack the training to implement effective instruction and the administrative procedures needed for change. OBJECTIVE:This study examines the effect of behavioral skills training (BST) on the maintained procedural fidelity of evidence-based practice (EBP) instruction in direct support providers with clients who have moderate to extensive support needs (M-ESN). METHOD:Three instructor-identified EBPs for teaching individuals with IDD were selected for professional development (PD): most-to-least prompting, time delay procedures, and system of least prompts. Three single case multiple probe across behaviors experiments evaluated the efficacy of the researcher-delivered BST instruction model on trainee accuracy as assessed by trained center administrators. RESULTS:A functional relation between the BST instruction and generalized DSP implementation was indicated, despite challenges and limitations related to COVID-19. Social validity measures found the goals, procedures, and outcomes were socially significant, and the intervention was practical and effective. CONCLUSION:Practices in vocational training should reflect the high standards for systematic instruction in the K-12 setting. EPB BST training with administration progress monitoring can improve DSPs’ instruction with clients, thus improving learning outcomes for adults with M-ESN.
Keywords: Systematic instruction, intellectual and developmental disability, vocational
education, direct support professionals, behavior skills training, moderate to extensive support
needs
